Kara Morgan‐short
Biographic Data
| ID | 980838 |
|---|---|
| NAME | Kara Morgan‐short |
| GIVEN NAMES | Kara |
| FAMILY NAME | Morgan‐short |
| SIGNATURE | SHORT K M |
| AFFILIATIONS | University of Illinois Chicago |
| ORCID | 0000-0003-3606-7154 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 101 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Learning second/additional languages with ADHD: The role of memory systems
This study examined whether the contribution of memory systems that play a role in second/additional language (L2/A) learning in adults with neurotypical cognition differs in L2/A learning in adults with attention-deficit/hyperactivity disorder (ADHD). Participants ( N = 154) learned an artificial L2/A with morphophonological rules and completed assessments of working, declarative, and procedural memory, as well as an ADHD questionnaire. Our resu…
Working memory and second/additional language Spanish gender agreement: Longitudinal evidence from receptive and productive abilities
This study investigates the role of working memory (WM) in the development of receptive and productive abilities in Spanish among intermediate second/additional language (L2/A) learners. Participants completed WM assessments and receptive and productive language tasks targeting grammatical gender agreement on articles and adjectives (receptive: acceptability judgment task [AJT]; productive: information gap activity). Results showed group-level im…
Explicit information and working memory in second-language acquisition of the Spanish subjunctive: A replication and extension of Fernández (2008)
An important issue in second-language acquisition concerns the role of explicit information (EI) and how it is affected by individual differences. The present study explored this question through a partial replication and extension of Fernández (2008: Experiment 2), which investigated the effects of EI in processing instruction (PI) for the Spanish present subjunctive. This replication compared training with EI (PI) to training without it (struct…
Community, Equity, and Cultural Change in Open Research: A Response to Open Peer Commentaries
We thank our esteemed colleagues who provided insightful commentaries on our feature article “(Why) are open research practices the future for the study of Language Learning?” (Marsden & Morgan-Short). Their responses very usefully illustrated and amplified points in our review, provided nuance and extension to some of our ideas, and pushed us to make stronger statements and deeper considerations of some of the facets and consequences of open res…
Open scholarship in applied linguistics: What, why, and how
Peer reviewed
(Why) Are Open Research Practices the Future for the Study of Language Learning
Open research practices are relevant to all stages of research, from conceptualization through dissemination. Here, we discuss key facets of open research, highlighting its rationales, infrastructures, behaviors, and challenges. Part I conceptualizes open research and its rationales. Part II identifies challenges such as the speed and cost of open research, the usability of open data and materials, the difficulties of conducting replication resea…
Exploring New Insights Into Explicit and Implicit Second Language Processing: Event-Related Potentials Analyzed by Source Attribution
In this exploratory study, we considered the method of combining event-related potentials (ERPs) and source attributions as a means for examining the explicit or implicit nature of second language (L2) knowledge and processing. We recorded electroencephalograms while L2 Spanish participants judged phrase structure and subject-verb agreement sentences and provided source attributions-guess, intuition, memory, rule. The participants evidenced above…
The Reliability and Validity of Procedural Memory Assessments Used in Second Language Acquisition Research
Evidence for the role of procedural memory in second language (L2) acquisition has emerged in our field. However, little is known about the reliability and validity of the procedural memory measures used in this research. The present study ( N = 119) examined the reliability and the convergent and discriminant validity of three assessments that have previously been used to examine procedural memory learning ability in L2 acquisition, the dual-tas…
Considering the updated Input Hypothesis from a neurolinguistic perspective: A response to Lichtman and VanPatten
Introduction of Methods Showcase Articles in Language Learning
Building on initiatives to promote high quality methodologies and Open Science practices in the language sciences, Language Learning will introduce, as of March 2020, a new manuscript type entitled Methods Showcase Articles (MSAs). The purpose of MSAs is to introduce new or emerging qualitative and quantitative methods, techniques, or instrumentation for language data collection, cleaning, sampling, coding, scoring, and analysis. MSAs are intende…
Inclusion of Research Materials When Submitting an Article to Language Learning
Building on initiatives to promote high quality methodologies and Open Science practices in the language sciences, Language Learning will request, as of January 1, 2020, that all submissions to the journal include, whenever possible, the full materials used in the study for peer review. This includes materials used to elicit and code primary and secondary data (such as questionnaires, language tests, interview or observation schedules, and coding…
Replication in Second Language Research: Narrative and Systematic Reviews and Recommendations for the Field
Despite its critical role for the development of the field, little is known about replication in second language (L2) research. To better understand replication practice, we first provide a narrative review of challenges related to replication, drawing on recent developments in psychology. This discussion frames and motivates a systematic review, building on syntheses of replication in psychology, education, and L2 research. We coded 67 self‐labe…
Introducing Registered Reports at Language Learning: Promoting Transparency, Replication, and a Synthetic Ethic in the Language Sciences
The past few years have seen growing interest in open science practices, which include initiatives to increase transparency in research methods, data collection, and analysis; enhance accessibility to data and materials; and improve the dissemination of findings to broader audiences. Language Learning is enhancing its participation in the open science movement by launching Registered Reports as an article category as of January 1, 2018. Registere…
Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension
We conducted a multisite replication study with aspects of preregistration in order to explore the feasibility of such an approach in second language (L2) research. To this end, we addressed open questions in a line of research that has examined whether having learners attend to form while reading or listening to a L2 passage interferes with comprehension. Our results are consistent with findings from the specific paradigm that we replicated in t…
The interplay of individual differences and context of learning in behavioral and neurocognitive second language development
In order to understand variability in second language (L2) acquisition, this study addressed how individual differences in cognitive abilities may contribute to development for learners in different contexts. Specifically, we report the results of two short-term longitudinal studies aimed at examining the role of cognitive abilities in accounting for changes in L2 behavioral performance and neurocognitive processing for learners in ‘at-home’ and …
Contributions of event-related potential research to issues in explicit and implicit second language acquisition
This chapter discusses how event-related potential (ERP) methodology and research may contribute to the issue of explicit and implicit learning of second languages (L2s). To start, we provide a general introduction to ERPs and an overview of common language-related ERP components, including information about their identifying characteristics, the underlying processes that they are understood to reflect, and whether they reflect explicit or implic…
Explicit and Implicit Second Language Training Differentially Affect the Achievement of Native-like Brain Activation Patterns
It is widely believed that adults cannot learn a foreign language in the same way that children learn a first language. However, recent evidence suggests that adult learners of a foreign language can come to rely on native-like language brain mechanisms. Here, we show that the type of language training crucially impacts this outcome. We used an artificial language paradigm to examine longitudinally whether explicit training (that approximates tra…
Developing an Online Placement Exam for Spanish Heritage Speakers and L2 Students
This paper reports on the development and piloting of an adaptive, online placement exam that will be administered to L2 and heritage learners of Spanish at the University of Illinois at Chicago. Particular attention is given to the structure of the exam and the linguistic strategies employed to distinguish heritage speakers from L2 learners. Results obtained from three pilot phases are presented along with a description of modifications made dur…
Second Language Acquisition of Gender Agreement in Explicit and Implicit Training Conditions: An Event-Related Potential Study
This study employed an artificial language learning paradigm together with a combined behavioral/event-related potential (ERP) approach to examine the neurocognition of the processing of gender agreement, an aspect of inflectional morphology that is problematic in adult second language (L2) learning. Subjects learned to speak and comprehend an artificial language under either explicit (classroomlike) or implicit (immersionlike) training condition…
The Effects of Instruction on Linguistic Development in Spanish Heritage Language Speakers
The current study compared the effects of two second language (L2) instruction types-processing instruction (VanPatten, 2004) and traditional output-based instruction-on the development of the Spanish past subjunctive among U.S. Spanish heritage language speakers and traditional L2 learners. After exposure to instruction, both the heritage learners and the L2 learners showed significant improvement on interpretation and production tasks. Only the…
Positive Evidence Versus Explicit Rule Presentation and Explicit Negative Feedback: A Computer-Assisted Study
The facilitative role of explicit information in second Language acquisition has been supported by a significant body of research (Alanen, 1995; Carroll & Swain, 1993; de Graaff, 1997; DeKeyser, 1995; Ellis, 1993; Robinson, 1996, 1997), but counterevidence is also available (Rosa & O'Neill, 1999; VanPatten & Oikkenon, 1996). This experimental study investigates the effects of computer-delivered, explicit information on the acquisition of Spanish …
Introducing Registered Reports at Language Learning: Promoting Transparency, Replication, and a Synthetic Ethic in the Language Sciences
The past few years have seen growing interest in open science practices, which include initiatives to increase transparency in research methods, data collection, and analysis; enhance accessibility to data and materials; and improve the dissemination of findings to broader audiences. Language Learning is enhancing its participation in the open science movement by launching Registered Reports as an article category as of January 1, 2018. Registere…
Positive Evidence Versus Explicit Rule Presentation and Explicit Negative Feedback: A Computer-Assisted Study
The facilitative role of explicit information in second Language acquisition has been supported by a significant body of research (Alanen, 1995; Carroll & Swain, 1993; de Graaff, 1997; DeKeyser, 1995; Ellis, 1993; Robinson, 1996, 1997), but counterevidence is also available (Rosa & O'Neill, 1999; VanPatten & Oikkenon, 1996). This experimental study investigates the effects of computer-delivered, explicit information on the acquisition of Spanish …
Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension
We conducted a multisite replication study with aspects of preregistration in order to explore the feasibility of such an approach in second language (L2) research. To this end, we addressed open questions in a line of research that has examined whether having learners attend to form while reading or listening to a L2 passage interferes with comprehension. Our results are consistent with findings from the specific paradigm that we replicated in t…
The Effects of Instruction on Linguistic Development in Spanish Heritage Language Speakers
The current study compared the effects of two second language (L2) instruction types-processing instruction (VanPatten, 2004) and traditional output-based instruction-on the development of the Spanish past subjunctive among U.S. Spanish heritage language speakers and traditional L2 learners. After exposure to instruction, both the heritage learners and the L2 learners showed significant improvement on interpretation and production tasks. Only the…
Second Language Acquisition of Gender Agreement in Explicit and Implicit Training Conditions: An Event-Related Potential Study
This study employed an artificial language learning paradigm together with a combined behavioral/event-related potential (ERP) approach to examine the neurocognition of the processing of gender agreement, an aspect of inflectional morphology that is problematic in adult second language (L2) learning. Subjects learned to speak and comprehend an artificial language under either explicit (classroomlike) or implicit (immersionlike) training condition…
The interplay of individual differences and context of learning in behavioral and neurocognitive second language development
In order to understand variability in second language (L2) acquisition, this study addressed how individual differences in cognitive abilities may contribute to development for learners in different contexts. Specifically, we report the results of two short-term longitudinal studies aimed at examining the role of cognitive abilities in accounting for changes in L2 behavioral performance and neurocognitive processing for learners in ‘at-home’ and …
Open scholarship in applied linguistics: What, why, and how
Peer reviewed
(Why) Are Open Research Practices the Future for the Study of Language Learning
Open research practices are relevant to all stages of research, from conceptualization through dissemination. Here, we discuss key facets of open research, highlighting its rationales, infrastructures, behaviors, and challenges. Part I conceptualizes open research and its rationales. Part II identifies challenges such as the speed and cost of open research, the usability of open data and materials, the difficulties of conducting replication resea…
Inclusion of Research Materials When Submitting an Article to Language Learning
Building on initiatives to promote high quality methodologies and Open Science practices in the language sciences, Language Learning will request, as of January 1, 2020, that all submissions to the journal include, whenever possible, the full materials used in the study for peer review. This includes materials used to elicit and code primary and secondary data (such as questionnaires, language tests, interview or observation schedules, and coding…
Exploring New Insights Into Explicit and Implicit Second Language Processing: Event-Related Potentials Analyzed by Source Attribution
In this exploratory study, we considered the method of combining event-related potentials (ERPs) and source attributions as a means for examining the explicit or implicit nature of second language (L2) knowledge and processing. We recorded electroencephalograms while L2 Spanish participants judged phrase structure and subject-verb agreement sentences and provided source attributions-guess, intuition, memory, rule. The participants evidenced above…
Positive Evidence Versus Explicit Rule Presentation and Explicit Negative Feedback: A Computer-Assisted Study
The facilitative role of explicit information in second Language acquisition has been supported by a significant body of research (Alanen, 1995; Carroll & Swain, 1993; de Graaff, 1997; DeKeyser, 1995; Ellis, 1993; Robinson, 1996, 1997), but counterevidence is also available (Rosa & O'Neill, 1999; VanPatten & Oikkenon, 1996). This experimental study investigates the effects of computer-delivered, explicit information on the acquisition of Spanish …
The Effects of Instruction on Linguistic Development in Spanish Heritage Language Speakers
The current study compared the effects of two second language (L2) instruction types-processing instruction (VanPatten, 2004) and traditional output-based instruction-on the development of the Spanish past subjunctive among U.S. Spanish heritage language speakers and traditional L2 learners. After exposure to instruction, both the heritage learners and the L2 learners showed significant improvement on interpretation and production tasks. Only the…
Second Language Acquisition of Gender Agreement in Explicit and Implicit Training Conditions: An Event-Related Potential Study
This study employed an artificial language learning paradigm together with a combined behavioral/event-related potential (ERP) approach to examine the neurocognition of the processing of gender agreement, an aspect of inflectional morphology that is problematic in adult second language (L2) learning. Subjects learned to speak and comprehend an artificial language under either explicit (classroomlike) or implicit (immersionlike) training condition…
Explicit and Implicit Second Language Training Differentially Affect the Achievement of Native-like Brain Activation Patterns
It is widely believed that adults cannot learn a foreign language in the same way that children learn a first language. However, recent evidence suggests that adult learners of a foreign language can come to rely on native-like language brain mechanisms. Here, we show that the type of language training crucially impacts this outcome. We used an artificial language paradigm to examine longitudinally whether explicit training (that approximates tra…
Developing an Online Placement Exam for Spanish Heritage Speakers and L2 Students
This paper reports on the development and piloting of an adaptive, online placement exam that will be administered to L2 and heritage learners of Spanish at the University of Illinois at Chicago. Particular attention is given to the structure of the exam and the linguistic strategies employed to distinguish heritage speakers from L2 learners. Results obtained from three pilot phases are presented along with a description of modifications made dur…
Contributions of event-related potential research to issues in explicit and implicit second language acquisition
This chapter discusses how event-related potential (ERP) methodology and research may contribute to the issue of explicit and implicit learning of second languages (L2s). To start, we provide a general introduction to ERPs and an overview of common language-related ERP components, including information about their identifying characteristics, the underlying processes that they are understood to reflect, and whether they reflect explicit or implic…
The interplay of individual differences and context of learning in behavioral and neurocognitive second language development
In order to understand variability in second language (L2) acquisition, this study addressed how individual differences in cognitive abilities may contribute to development for learners in different contexts. Specifically, we report the results of two short-term longitudinal studies aimed at examining the role of cognitive abilities in accounting for changes in L2 behavioral performance and neurocognitive processing for learners in ‘at-home’ and …
Replication in Second Language Research: Narrative and Systematic Reviews and Recommendations for the Field
Despite its critical role for the development of the field, little is known about replication in second language (L2) research. To better understand replication practice, we first provide a narrative review of challenges related to replication, drawing on recent developments in psychology. This discussion frames and motivates a systematic review, building on syntheses of replication in psychology, education, and L2 research. We coded 67 self‐labe…
Introducing Registered Reports at Language Learning: Promoting Transparency, Replication, and a Synthetic Ethic in the Language Sciences
The past few years have seen growing interest in open science practices, which include initiatives to increase transparency in research methods, data collection, and analysis; enhance accessibility to data and materials; and improve the dissemination of findings to broader audiences. Language Learning is enhancing its participation in the open science movement by launching Registered Reports as an article category as of January 1, 2018. Registere…
Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension
We conducted a multisite replication study with aspects of preregistration in order to explore the feasibility of such an approach in second language (L2) research. To this end, we addressed open questions in a line of research that has examined whether having learners attend to form while reading or listening to a L2 passage interferes with comprehension. Our results are consistent with findings from the specific paradigm that we replicated in t…
Inclusion of Research Materials When Submitting an Article to Language Learning
Building on initiatives to promote high quality methodologies and Open Science practices in the language sciences, Language Learning will request, as of January 1, 2020, that all submissions to the journal include, whenever possible, the full materials used in the study for peer review. This includes materials used to elicit and code primary and secondary data (such as questionnaires, language tests, interview or observation schedules, and coding…
Introduction of Methods Showcase Articles in Language Learning
Building on initiatives to promote high quality methodologies and Open Science practices in the language sciences, Language Learning will introduce, as of March 2020, a new manuscript type entitled Methods Showcase Articles (MSAs). The purpose of MSAs is to introduce new or emerging qualitative and quantitative methods, techniques, or instrumentation for language data collection, cleaning, sampling, coding, scoring, and analysis. MSAs are intende…
The Reliability and Validity of Procedural Memory Assessments Used in Second Language Acquisition Research
Evidence for the role of procedural memory in second language (L2) acquisition has emerged in our field. However, little is known about the reliability and validity of the procedural memory measures used in this research. The present study ( N = 119) examined the reliability and the convergent and discriminant validity of three assessments that have previously been used to examine procedural memory learning ability in L2 acquisition, the dual-tas…
Considering the updated Input Hypothesis from a neurolinguistic perspective: A response to Lichtman and VanPatten
Exploring New Insights Into Explicit and Implicit Second Language Processing: Event-Related Potentials Analyzed by Source Attribution
In this exploratory study, we considered the method of combining event-related potentials (ERPs) and source attributions as a means for examining the explicit or implicit nature of second language (L2) knowledge and processing. We recorded electroencephalograms while L2 Spanish participants judged phrase structure and subject-verb agreement sentences and provided source attributions-guess, intuition, memory, rule. The participants evidenced above…
Community, Equity, and Cultural Change in Open Research: A Response to Open Peer Commentaries
We thank our esteemed colleagues who provided insightful commentaries on our feature article “(Why) are open research practices the future for the study of Language Learning?” (Marsden & Morgan-Short). Their responses very usefully illustrated and amplified points in our review, provided nuance and extension to some of our ideas, and pushed us to make stronger statements and deeper considerations of some of the facets and consequences of open res…
Open scholarship in applied linguistics: What, why, and how
Peer reviewed
(Why) Are Open Research Practices the Future for the Study of Language Learning
Open research practices are relevant to all stages of research, from conceptualization through dissemination. Here, we discuss key facets of open research, highlighting its rationales, infrastructures, behaviors, and challenges. Part I conceptualizes open research and its rationales. Part II identifies challenges such as the speed and cost of open research, the usability of open data and materials, the difficulties of conducting replication resea…
Explicit information and working memory in second-language acquisition of the Spanish subjunctive: A replication and extension of Fernández (2008)
An important issue in second-language acquisition concerns the role of explicit information (EI) and how it is affected by individual differences. The present study explored this question through a partial replication and extension of Fernández (2008: Experiment 2), which investigated the effects of EI in processing instruction (PI) for the Spanish present subjunctive. This replication compared training with EI (PI) to training without it (struct…
Learning second/additional languages with ADHD: The role of memory systems
This study examined whether the contribution of memory systems that play a role in second/additional language (L2/A) learning in adults with neurotypical cognition differs in L2/A learning in adults with attention-deficit/hyperactivity disorder (ADHD). Participants ( N = 154) learned an artificial L2/A with morphophonological rules and completed assessments of working, declarative, and procedural memory, as well as an ADHD questionnaire. Our resu…
Working memory and second/additional language Spanish gender agreement: Longitudinal evidence from receptive and productive abilities
This study investigates the role of working memory (WM) in the development of receptive and productive abilities in Spanish among intermediate second/additional language (L2/A) learners. Participants completed WM assessments and receptive and productive language tasks targeting grammatical gender agreement on articles and adjectives (receptive: acceptability judgment task [AJT]; productive: information gap activity). Results showed group-level im…
Psychology (19 works) · Computer Science (13 works) · Linguistics (11 works) · Neurobiology of Language and Bilingualism (11 works) · Cognitive psychology (9 works) · EFL/ESL Teaching and Learning (9 works) · Cognition (6 works) · Second Language Acquisition and Learning (6 works) · Language Development and Disorders (5 works) · Reading and Literacy Development (5 works)